In the present time self-regulated learning and motivational beliefs is an important part for every students.  The study is focused on relation Self – Regulated Learning and Motivational beliefs among Secondary School Students. This study involves Descriptive survey Study. The size of the sample in the study was 60 Secondary School Students who were selected through the stratified random sampling technique. The Statistical procedures used in this study were; Mean, Standard Deviation, and ‘t’ test to analyse of the data by excel and SPSS 2 . The Major findings of the study were; the level of self-regulated learning and motivational beliefs of secondary school students is average; because most of the score of responded belong in this group. Statistically no significant difference of self-regulated learning between male and female and rural secondary school students are higher level of self-regulated learning rather than urban secondary school students. On the other hand Male students are higher level of motivational beliefs rather than female students and no statistically significant difference of motivational beliefs between rural & urban among secondary school students. So it is clear indicated the correlation result that motivational beliefs are important role play on self-regulated learning among secondary school students.
Keywords: Self – Regulated Learning, Motivational beliefs, Secondary School Students

Ministerial Decree 621/2024 initiated university and academic courses for the initial training and certification of common subject teachers and technical-practical instructors for secondary schools. This contribution aims to present the preliminary findings of an observational-descriptive study conducted on a sample of 260 teachers in scientific disciplines participating in a module on "Fundamentals of General Didactics." The guiding research question was: What are the implicit beliefs held by teachers, and how do these interact with their professional training? The study explored the underlying motivations for beginning such a program, participants' preconceptions and beliefs regarding teaching practices, reported teaching practices from their previous experience, and feedback at the end of the training program. The findings highlighted a significant influence of implicit beliefs on the willingness to embrace change. This study fits within the broader context of national and international research on teacher change.

Practice full paper presents an exploratory study investigating the impact of using a Bee-Bot educational robot simulator to enhance learning sequencing concepts and student motivation among Macao primary school students. Sequencing in computational thinking (CT) is understanding and applying the logical order of steps in problem-solving processes. We introduced a Bee-Bot computer simulator for children to learn sequencing. Our study adopted a pretest-posttest method involving 35 grade two students. The Computational Thinking Test for Beginners (BCTt) was used to assess CT abilities, and the Instructional Materials Motivation Survey (IMMS) was utilized to measure learning motivation. We found a significant improvement in sequencing ability and more advanced CT concepts (loops and conditions) and a significant correlation between those concepts. Departing from the existing literature, we delved deeper into how Bee-Bot's influence on sequencing extended to more advanced CT concepts. Moreover, considering the ARCS motivation model, this study examined how Bee-Bot affects learning motivation at the primary education level. After the intervention, the findings revealed that the students showed significantly higher learning motivation, meaning that the different learning activities using the Bee-Bot simulator positively influenced various sub-dimensions of the ARCS model: attention, relevance, confidence, and satisfaction. The correlation between the IMMS scores and the BCTt outcomes further suggested that enhanced motivation positively correlated with better CT abilities.

Teacher turnover is a critical issue affecting the quality of education in public secondary schools. This study
investigates the factors influencing teacher turnover in public secondary schools in Hargeisa, Somaliland, with
a focus on insights provided by the Regional Education Office. The research employs a mixed-methods approach,
combining quantitative surveys and qualitative interviews with teachers and education officials to identify key
determinants of teacher retention and attrition.
The findings reveal that low salaries and inadequate benefits significantly undermine teacher morale, job
satisfaction, and overall motivation, contributing to high turnover rates. Classroom overcrowding and limited
resources further exacerbate these challenges, making it difficult for teachers to manage classrooms effectively
and implement engaging teaching methods. Additionally, the study highlights that while some teachers perceive
the Regional Education Office as supportive of innovation and creativity, there is a divided opinion on the fairness
and transparency of teacher evaluation and feedback policies.
Budgetary constraints, restrictive government policies, and systemic issues present substantial challenges for the
Regional Education Office in addressing these problems. The study concludes that improving teacher salaries
and benefits, reducing workload and administrative burdens, and ensuring fair and transparent evaluation
processes are crucial strategies for enhancing teacher retention. These measures can create a more supportive
and motivating work environment, ultimately benefiting the educational outcomes for students in public
secondary schools in Hargeisa.
This research provides valuable insights for policymakers, educational administrators, and stakeholders in the
education sector, offering practical recommendations to mitigate teacher turnover and improve the overall
quality of education in Somaliland.

El componente léxico juega un papel muy importante en los primeros estadios de la adquisición de lenguas. Por lo tanto es esencial aprender y usar las palabras de manera apropiada. Basándonos en los resultados obtenidos en un estudio sobre competencia léxica en inglés de 283 alumnos de primaria hispanohablantes, en este artículo mostramos una forma de enseñanza de vocabulario a aprendices jóvenes de inglés. Con el fin de disminuir la producción de errores léxicos y motivar al alumnado se aplica un Enfoque en la Forma combinado con un tipo de Enseñanza de Lenguas Asistida por Ordenador. Ilustramos esta práctica con dos tipos de actividades, una de ellas centrada en errores ortográficos y la otra en errores de elección de palabra debidos a transferencia.

Esta pesquisa buscou investigar os motivos que levam crianças de 8 a 10 anos, da rede particular de ensino, de Santa Maria-RS, à prática de atividades motoras na escola. Participaram deste estudo 88 crianças de ambos os sexos (45 meninas e 43 meninos), pertencentes ao ensino fundamental. Como instrumento, utilizou-se um questionário baseado em Roberts, . Para fins de coleta de dados, o questionário foi aplicado em grupo, em sala de aula. Para análise dos dados, utilizaram-se a estatística descritiva e as categorias internas (tarefa e ego) e externas (aprovação social e recompensa extrínseca). Com base nos resultados, chegou-se às seguintes conclusões: em relação aos motivos das crianças do sexo feminino para a prática de atividades motoras na escola, os motivos internos, relacionados ao ego, foram mais freqüentes, parecendo ser o divertimento e a distração as razões mais relevantes para este grupo; quanto aos motivos das crianças do sexo masculino para a prática de atividades motoras na escola, os mais evidenciados foram de ordem interna, relacionados com a tarefa, em que o prazer pela realização do movimento, o gosto pelo esporte e a aprendizagem nas aulas de Educação Física foram as razões mais importantes. Comparando os motivos internos e externos para a realização da prática motora, percebese que os de maior freqüência foram os de origem interna. Dessa forma, há evidências de que as crianças possuem os interesses voltados para a tarefa e o ego, demonstrando, assim, que o ambiente escolar, em sua estrutura física e humana, parece estar oportunizando condições para a realização das atividades motoras, bem como o encorajamento e a instrução.

The modern framework for education should be viable in defining the complex relationships between physical activity and motivation among secondary school students. The study aims to determine how physical activity level influences motivation among secondary school students. This study aims to address the implications of physical activities on youngsters' motivation from the standpoint of an educational institution. Moreover, it strives to determine motivation levels through physical activity, compare the differences between male and female students' motivation levels, and identify correlations between secondary school students' motivations. Thus, this study adopts the quantitative approach in its research design using the random questionnaire sampling technique to determine secondary school students' activity levels and motivation. The results reflected a positive correlation between physical activity and motivation among secondary school learners and that higher physical activities lead to higher motivation among the students. The research also revealed differences in physical activity levels between male and female students. However, the detailed nature of these differences is yet to be explored. Another aspect highlighted is that a dynamic interaction may occur between physical activity and motivation, whereby student involvement in the exercise might promote their level of motivation or otherwise. The results of this study can be applied by educators, policymakers, and health professionals in practical educational settings to enhance motivation and engagement among secondary school students in several ways.

The aim of this research was to explore gender-related motivational factors for learning, identifying similarities and differences for accounting students on Sino-British Collaborative Programme (SBCP). It was discovered that the average marks for female students in 96% of cases are higher than for male students; moreover, surprisingly, men prefer explanation and academic writing, whereas women - math-related subjects. At the same time, the main motivational factor for learning for both males and females is curiosity. Competition as motivational factor had the lowest ranking among girls and average among boys. Family-related factors also proved to be very important for both genders, which was suggested in the literature review by Chinese authors.

The main differences were found in the reason for choosing accounting as their major, where men indicated the interest towards math and possibility to earn big money, whereas women were led by their parents/family advice and stability and security in future, which, to their mind, is offered by the accounting profession. Boys and girls have different perception of the motivational factors for learning for men and women: the majority of the female students advocate for the same motivational factors, whereas the majority of male students think that factors are different. The absolute majority of both genders agree that education is equally important for men and women.

The study suggests that the involvement of family members in a positive way to further support both males and females can further improve the students’ performance. Besides, the anxiety reduction interventions for female students might also lead to positive results. It is strongly suggested to continue implementing group work and other possible means to prepare students for further employment challenges, as well as developing competition as motivational factor for learning, since it proved to be the weakest motivational factor for females, but a very important factor for Chinese graduates as suggested by literature.

Key words: gender study, motivational factors, motivation for learning, employability and employment of accounting graduates in China

This study investigates the impact of active learning instruction on the motivational orientation of pre-service language teachers. The data were collected by using the AGQ-R and the StRIP questionnaire, and analyzed through repeated measures of MANOVAs and correlation coefficient. Pre-service language teachers reported a higher approach goal orientation emphasizing the desire to succeed rather than avoidance goal orientation, i.e., the fear of failure. In terms of classroom practices, the participants report having experienced all types of instruction (passive, active, interactive and constructive) in the language education program. Although the pre-service teachers' perception of instruction as passive is preponderant in this study, it does not necessarily point to a higher use of traditional passive lecture and note taking practices. Regardless of the perceived instruction type, the participants' motivation and engagement remain high, as they report high cognitive and emotional engagement, as well as very high participation and low distraction levels. Regarding correlations, motivation, engagement and active instruction are all highly correlated with each other, as highly motivated and engaged individuals tend to benefit more from active instruction than less motivated students, who chiefly rely on passive instruction for academic success. The results of the study may indicate an emergent need for a careful balance between various teaching strategies and approaches in language education programs in particular, and possibly at tertiary level pedagogy in general.

This research helps us in understanding the importance of parents in a child’s moral development.” Parents “meansthat people are engaged and more involve in caring for children parents here are not only the core family like father and mother, but include also grandparents, foster parents and guardian .Parents involve in caring for children’s like oxygen, that cannot be seen but without its presence life cannot exist, similarly parents’ involvement may not be noticed or seen but without their involvement a child’s moral development cannot come into effect. Rather than giving advice to their children about moral concept parents should try to behave like that not only in saying but also doing and to make them observe their parents are respectful to each other right. This surely is a myth and has rightly been proved wrong here through this study after undergoing a rigorous research that parents’ involvement leads to behavioral deviance. One would barely accept that there could some pare...

Le but de cet article est d’étudier le rôle motivateur de l’enseignant ainsi que les éléments liés à la motivation de deux acteurs du français langue étrangère (FLE) : l’apprenant et l’enseignant. La motivation, qui se montre comme un des éléments primordiaux dans l’éducation de nos jours, joue effectivement un grand rôle en ce qui concerne l’apprentissage et l’enseignement des langues étrangères. Pour ce qui est du FLE, une des conditions de la concentration sur l’apprenant est d’assurer sa motivation. Tout en sachant que la motivation se montre comme un objet difficile à mesurer, nous avons essayé de l’examiner pour ce qui est de l’enseignement de FLE en se référant à des théories répandues dans le contexte scolaire. Il va sans dire que parmi les nombreux rôles de l’enseignant, son rôle en tant que motivateur s’avère incontournable non seulement du fait que rendre les apprenants motivés est une des questions à traiter par celui-ci mais aussi que sa propre motivation peut l’aider à mieux créer une classe plus motivante. Si l’enseignant est lui-même motivé on peut dire qu’il aura plus de chances que son public soit motivé. À ce titre, les rôles qu’un enseignant assume sont signifiants aux yeux des apprenants ainsi que pour l’enseignant lui-même. En outre, d’autres éléments tels que les caractéristiques des matériels utilisés en classe, l’utilisation de l’Internet, l’aspect ludique de l’enseignement ou les caractéristiques des activités d’apprentissage construisent un lien commun en ce qui concerne la motivation des deux acteurs.

On lira ici un double parti pris : l'atelier conçu non comme jeu mais comme enjeu, le souci d'une « poéthique », pour reprendre le terme de J.-C. Pinson, qui inscrit la subjectivité dans la circonstance, dans le monde et dans des valeurs. On reconnaîtra aussi des filiations : le « tremplin affectif et imaginaire » ouvre sur une écriture qui mobilise le collectif et les personnes ; le souci d'une communauté poétique et d'une culture partagée nourrissent le regard critique sur l'expérience poétique 1 . Toi qui fus le chant de la plaine La frakhe tentation des blés L'amande douce des cocardes Au loin la crête des clochers û fleur des temps à venir (...) René-Guy Cadou, at La vie rêvée », dans OEuvres poétiques. Séghers, 2001.

Major General Muhammad Jaffar's (Retd) distinguished career, marked by the prestigious Hilal e Imtiaz Military award, is a testament to his commitment to excellence and his service to the nation. His contributions to the academic and intellectual growth of the National University of Modern Languages are deeply appreciated, and I am honored to have had the opportunity to benefit from his wisdom. This book is not just a collection of words; it is a culmination of experiences, reflections, and teachings that have shaped my understanding of growth, success, and empowerment. It is my hope that these insights, infused with the wisdom of Islamic teachings and philosophy, will serve as a guiding light on your own journey to brilliance. As you turn the pages of this book, I invite you to open your heart and mind to the transformative power of these teachings. May they inspire you, empower you, and lead you toward a path of growth and success that is truly extraordinary.

O ensino atual da rede de escolas publicas brasileiras segue um modelo tradicional de aulas expositivas, que em muitas vezes não é bem aproveitado pelo aluno, segundo [1] Existem muitas maneiras de trabalhar os conceitos matemáticos não utilizando o ensino tradicional, e uma das que tem mostrado grandes resultados é atravez da utilização de jogos e desafios. Outro ponto a ser ressaltado é sobre o uso de espaço não formal de ensino [2] alguns espaços não-formais de Educação têm se constituído como campo para diversas pesquisas em Educação que buscam compreender principalmente as relaçẽs entre os espaços não-formais e a Educação formal no Brasil. Assim através de atividades e pesquisas em locais não formais de ensino é possível contribuir para o ensino formal de maneira que não ocorre no mesmo. Já sobre o ensino de estatística e probabilidade [3] diz que ao considerarmos o mundo em rápida mudança como o que estamos vivendo, é imprescindível o conhecimento da probabilidade de ocorrência de acontecimentos para agilizarmos a tomada de decisão e fazermos previsões. A proposta apresentada aqui tem por objetivo discutir conceitos de probabilidade e estatística dentro de um ambiente não formal de ensino utilizando a metodologia de jogo e como recurso didático o Quincunx ou Máquina de Galton, a qual é um ferramenta para estudar e o comportamento de distribuições como a normal.

A utilização de atividades lúdicas na formação de crianças é foco de variadas pesquisas no meio acadêmico. [2] defende a utilização destas atividades, principalmente na educação infantil e aponta ser favorável à vivência destas experiências por parte do educador desde a sua graduação. Sendo assim, é importante proporcionar oportunidades que permitam ao licenciando diversificar suas estratégias. Trabalhar com atividades lúdicas contribui de forma positiva na formação do futuro professor, e consequentemente na de seus futuros alunos. Tão importante quanto a metodologia que se utiliza nos processos de ensinoaprendizagem, são os conteúdos e a forma como são abordados; neste ponto, um tema de destaque nos documentos oficiais tem sido a interdisciplinaridade. É assumido aqui um consenso da literatura onde a interdisciplinaridade “busca responder à necessidade de superação da visão fragmentada no processo de produção e socialização do conhecimento” [3]. É cada vez mais evidente, portanto, ...

Në këtë udhëzues të krijuar me shumë dashuri kam derdhur përkushtimin tim për të eksploruar udhëtimin e jashtëzakonshëm të shtatzënisë së parë dhe vitit të parë magjik të jetës së foshnjës suaj. Kjo periudhë, e mbushur me mrekulli, pritshmëri dhe dashuri të pamasë, shënon një fazë transformuese ku çdo moment bëhet një moment historik i çmuar, çdo ndjenjë një kujtim i paharrueshëm.

Bu çalışmada, eğitimde bilişim teknolojilerinin etik kullanımını öğretmenler açısından belirlemek için öngörülen psikometrik özelliklere sahip bir ölçme aracının geliştirilmesi amaçlanmıştır. Literatür taraması ve sahada görevli öğretmenlerle yapılan görüşmeler sonucunda madde havuzu hazırlanmış, ardından hazırlanan maddeler uzman görüşleri doğrultusunda yeniden düzenlenmiştir. Araştırmanın çalışma grubunu Afyon ili merkezindeki devlet okullarında farklı kademelerde görev yapan 714 öğretmen oluşturmaktadır. 56 maddelik taslak ölçek formu 350 öğretmene uygulanmıştır. Bu uygulamadan elde edilen verilerle açımlayıcı faktör analizi yapılmış, ölçeğin geçerli maddeleri, alt boyutları ve güvenirlik değerleri tespit edilmiştir. İkinci aşamada farklı 364 öğretmene nihai ölçek uygulanmıştır. Elde edilen verilerle doğrulayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizi sonucunda Cronbach Alfa iç tutarlılık katsayıları sırayla 0.81, 0.79, 0.74, 0.65 ve 0.58 olan beş alt boyut tespit edilmiştir. Elde edilen alt boyutlar toplam varyansın %54'ünü açıklamaktadır. Ölçeğin bütünü için Cronbach Alfa değeri 0,85'dir. Alt boyutlara her birinin yük değeri 0.45'in üzerinde olan sırasıyla 8, 4, 3, 3 ve 5'er madde düşmüş, ölçek toplamda 23 maddeden oluşmuştur. Yapılan doğrulayıcı faktör analizi sonuçlarına göre model uyum indeksleri iyi ve kabul edilebilir düzeydedir. RMSEA=0.

With the development of technologies, new opportunities arise for their application and the optimization of a large part of the processes and activities performed by man. Blockchain technology is a system that quickly, efficiently, and above all securely processes a large database. The implementation of such technology in the structure of the educational system can have a strong positive impact on many economic factors, but it is possible to lead to undesirable results. In the present development, the risks and opportunities facing the implementation of blockchain technology in the educational system are considered.

� In den letzten jahren hat sich der Begriff des selbst gesteuerten Lernens auch in der didaktisch-methodischen Diskussion der Berufspädagogik als Leitmotiv etabliert. Begründet wird dies mit den Veränderungen in der Arbeitswelt, der Flexibilisierung, der beschleunigten Wissensveralterung oder der Globalisierung. Gleichzeitig wird die "tenden- zielle Auflösung traditioneller Beruflichkeit in eine Erwerbs-Bastelbiographie" 1 , die Eigen- initiative und Selbstgestaltung erfordert, angekündigt.

The increasing utilization of part-time faculty in higher education is of major concern to many in the academe. Yet, one of the comments routinely tossed around business schools is that, unlike within the other areas of a university, little concern should be paid to the portion of part-time faculty utilized to teach undergraduate business courses because business adjuncts are different. The rationale behind this line of thought follows from the perception that, unlike within the other academic schools, those individuals who teach on a part-time basis in business are business professionals who bring "real-world" expertise to the classroom. These specially classified part-time faculty members then should not be viewed as a cost-saving effort on the part of the school to staff lowerdivision classes with lesser trained faculty, but rather, business adjunct faculty represent an astute attempt by business schools to staff the classrooms with talent that could not typically be afforded. How true is this assertion? Are the part-time faculty utilized by business schools somehow fundamentally different from those used in the other areas within a university? Using data from the 1999 NSOPF, the author makes that case that the part-time faculty utilized within a business school are different from those used elsewhere in that these faculty have more real-world experience. Thus, business adjuncts do bring more practical expertise to the classroom than their non-business counterparts.

The purpose of the study was to determine the influence of parenting styles and self-compassion on academic procrastination among mathematics education students in a local college in Davao del Norte. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 152 randomly selected mathematics education students who were identified using stratified random sampling answered the surveys on the three variables. This study used the following statistical tools to obtain the results: mean, Pearson r, and regression. Results showed that the level of parenting styles and self-compassion were high, while the level of academic procrastination was moderate. Results also revealed that there is a significant relationship between parenting styles and academic procrastination. Likewise, there is also a significant relationship between self-compassion and academic procrastination. Moreover, results show that domains of parenting styles such as authoritarian parenting and permissive parenting can significantly influence academic procrastination. Finally, it was revealed that domains of self-compassion, such as self-kindness, isolation, and over-identification, can significantly predict the academic procrastination of the respondents. Results imply that the variables influence the academic procrastination of mathematics education students.

de Métodos Computacionais em Engenharia (LAMCE) www.coppe.ufrj.br www.lamce.ufrj.br O projeto configura o trabalho de tese de doutoramento que vem sendo realizada no Programa de Pós-graduação em Engenharia Civil (PEC/COPPE -UFRJ), área interdisciplinar -Computação de Alto Desempenho, que visa investigar a utilização de métodos e técnicas da tecnologia de Realidade Virtual (RV), em processos de ensinoaprendizagem profissional permanente (em serviço), modalidade de ensino a distância, com vistas a contribuir para o conhecimento nos campos da educação e tecnologia. A idéia é estudar, desenvolver, aplicar e avaliar uma tecnologia, cuja metodologia possa ser apropriada pelas instituições de formação profissional cujo conteúdo implica desenvolvimento de competências motoras (examinar e calibrar instrumentos, medir e preparar soluções, simular situações que envolvem risco humano ou ambiental etc). A tecnologia de Realidade Virtual (RV) pode ser implementada em diferentes mídias eletrônico-digitais, sendo disponibilizada em função do acesso do público-alvo. Este projeto, todavia, utiliza a internet como meio de distribuição pelo fato de exigir maior nível de compressão dos mecanismos de saída e interação, o que torna as rotinas de programação mais arrojadas. Espera-se que, partindo do mais difícil possa-se atingir um nível satisfatório de aplicabilidade para os futuros desdobramentos. Para concretizar a proposta, decidiu-se integrar aprendizagem, tecnologia de RV, formação profissional e saúde, construindo-se uma aplicação voltada para a formação de recursos humanos do setor saúde no campo da Vigilância Alimentar e Nutricional. O campo alvo da aplicação é um dos Cursos oferecidos pela Educação a Distância da Escola Nacional de Saúde Pública da Fundação Oswaldo Cruz (EAD/ENSP -FIOCRUZ), através do desenvolvimento de um Ambiente Virtual de Acesso Restrito (AVR) à comunidade de aprendizagem do Curso de Aperfeiçoamento em Vigilância Alimentar e Nutricional. O principal objetivo pedagógico do AVR, é levar o aluno a apreender os procedimentos básicos para a construção do diagnóstico nutricional, quais sejam, pesagem, medição e registro de pacientes (antropometria). Tais procedimentos são considerados importantes no processo de vigilância, por intervirem, diretamente, nos dados epidemiológicos e estatísticos, bem como serem a base do estabelecimento de ações ligadas à Vigilância Nutricional da população brasileira. Não basta unir esforços no combate à fome, se tal processo não for devidamente acompanhado por profissionais capacitados em realizar os procedimentos de coleta e registro de dados O AVR será disponibilizado na internet e implementado em linguagem VRML (Virtual Reality Modelling Language), que é a linguagem que possibilita a disponibilização de programas construídos em VR na internet. Composto por elementos tridimensionais, o AVR proverá interação traduzida na manipulação dos instrumentos utilizados para o procedimento. A fim de oferecer a visualização de um padrão correto de procedimento, o AVR também contará com modelos tridimensionais animados. O projeto está sendo desenvolvido no Laboratório de Métodos e Técnicas Computacionais em Engenharia (LAMCE), sediado no Programa de Pós-graduação em Engenharia Civil (PEC), na Coordenação de Programas de Pós-Graduação em Engenharia (COPPE), da Universidade Federal do Rio de janeiro (UFRJ) em parceria com a Educação a Distância (EAD), da Escola Nacional de Saúde Pública (ENSP), Coordenação Escola de Governo em Saúde, da Fundação Oswaldo Cruz (FIOCRUZ). No LAMCE estão sendo realizadas as modelagens do ambiente, bem como dos instrumentos a serem manipulados no ambiente virtual de RV. Além de possuir infraestrutura apropriada para o desenvolvimento de pesquisas nas quais o presente projeto de encaixa (computadores top-line, estações gráficas, dispositivos de visualização etc), ainda conta com equipe de pesquisadores-docentes de nível internacional. Este projeto pretende, ainda, oferecer campo de estágio para graduandos dos cursos de desenho industrial e informática. A EAD/ENSP provê o campo de aplicação (modelo pedagógico, metodologia e sistema de avaliação) traduzido em amostra de alunos regularmente matriculados no Curso de Aperfeiçoamento em Vigilância Alimentar e Nutricional, modalidade de ensino a distância. A gestão acadêmica e suporte pedagógico também ficará a cargo desta última.

My life changed completely after I met Jenny Peck, later Geoff Knight, when she was doing her Peace Corps volunteer work in my school, teaching us Math and physics, together with all plenty of good things we did together. I became her shamba (garden) boy and a cultural teacher. That way I paid for my school fees and supplies and became the only back up for my mother back at home. Since then, 2007, I have exclusively depended on myself for everything, the family burden slowly moved to my hands, of course, to my mother, Mama Akida.

What would I have become, a child from a peasant family which could hardly make a dollar per day?
What I have been able to accomplish is a complete testimony to what the magic of giving and helping can do. I am inspired by my experiences.
Whenever time and circumstances allow, I would like to touch lives of other vulnerable kids like I was through education, health, care and sustenance to help them achieve as I have done.

In this study, the effect of ARCS motivation model on the motivation of secondary school students for Turkish lessons and Turkish lesson achievement was examined. In accordance with the research purpose, intervention design was used from advanced mixed research designs where quantitative and qualitative data were collected together. The study group of the research consists of 102 seventh-grade students in four different branches of two different secondary schools in Aksaray city center in the 2020-2021 academic year. 2 experimental and 2 control groups were determined among the study group. In the lessons of the experimental groups, Turkish lesson plans prepared in accordance with the ARCS motivation model strategies were applied. In contrast, in the control groups, the processes required by the existing Turkish lesson curriculum were followed. The quantitative data of the study were collected with the "Turkish Lesson Success Test" developed by the researcher and the "Motivation Scale for Turkish Lesson" was used with permission. The qualitative data of the study were collected with the "Semi-Structured Interview Form" developed by the researcher. In the statistical analysis of quantitative data, a t-test for related samples and a twoway ANOVA test for mixed measures were used. The qualitative data of the study were evaluated by content analysis. According to the results of the research, it was seen that the ARCS motivation model strategies applied to the experimental group had a statistically significant effect on students' achievement in Turkish lesson and their motivation towards Turkish lessons.

This study investigated the effect of teachers' motivation on the academic performance of learners in government-aided primary schools in Kotido Municipality, Uganda. Utilizing descriptive statistics, the study analyzed data from a structured survey to assess various motivational factors, including management support, reward systems, and collaborative relationships between school management and teachers. The findings indicated a significant positive correlation between teachers' motivation and students' performance.

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

The problem and the purpose. Computational thinking is one of the categories that currently assesses
the quality of specialist training, including that of a future teacher. The mentor of a digital school needs
computational thinking skills for the successful implementation of work functions and for determining the
trajectory of his personal development. The purpose of the study is to identify the possibilities of structured
data processing tools for the development of computational thinking of future teachers.
Research methods. Structured data is information organized in the form of tables and files of other formats.
The research was conducted on the basis of Vyatka State University (Russian Federation). The experiment
involved 330 students studying in the field of training: 44.03.05 Pedagogical studies (with two specialties).
The use of structured data processing tools was purposefully carried out in the classes of the design discipline
from the block “Digital technologies in education”. A set of techniques was used to determine the level
of computational thinking such as “Geometric figures”, “Quantitative relations”, “Complex analogies”. For
statistical processing of data, Pearson's χ2
(chi-square) criterion is used.
Results. Interaction in the experimental group was implemented in stages: the study of basic tools;
development of skills of graphical interpretation; the use of functions that allow analyzing and protecting
the contents of structured data. The features of the proposed information interaction are: students with
different educational paths are involved; the technology of reasoned discourse is applied at every stage.
Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical
system (χ2
= 7.024; p < 0.05).
Conclusion. The tasks on the processing of structured data that maximize the development of computational
thinking are formulated: conditional formatting; establishing links between the source data and the result;
automatic recalculation of the result; filtering, sorting, etc. The difficulties that complicate the use of the
proposed innovations are defined: how to state a task and to adapt it to the specifics of the field of training;
how to organize a reasoned discourse.

The work covered in this study covers a wide range of topics related to personal development and coaching. Here is a summary of the key points that we covered: 1-Job of the coach: We have described the evolution of coaching, from its origins in transport to its professionalization as a practice of personal and professional support. 2-Letting go: We have mentioned the notion of letting go as essential in personal development, perhaps suggesting that the ability to detach from desired outcomes can lead to deeper personal growth. 3-Resilience and perseverance: We have highlighted the importance of resilience and perseverance in overcoming failure, suggesting that these qualities can be levers for personal growth. 4-Environment and personal development: We have alluded to the impact of the environment on personal development, suggesting that the environment can play a crucial role in how individuals develop. 5-Transition from theory to practice: We have discussed personal development as a process that goes from theory to practice, involving active implementation of the concepts learned. 6-Discipline, preparation, commitment and goals: We have emphasized the importance of discipline, preparation, commitment and goal setting in achieving effective results and efficient learning. 7-Change and life transformation: We have described change as a means of transforming one's life, suggesting that personal development often involves profound changes. 8-Action to overcome doubts and fears: We highlighted action as a way to overcome doubts, fears and uncertainties, suggesting that action can be a catalyst for change. 9-From academicism to personal development: We have discussed a shift from academicism to personal development, perhaps suggesting that personal development offers a more practical and personal approach to growth and learning. The summary highlights the different aspects of personal development and coaching,

Bu çalışmada ortaöğretim öğrencilerinin coğrafya dersine yönelik motivasyon düzeylerini ortaya koyan ölçme aracının geliştirilmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2012-2013 eğitim-öğretim yılında Siirt il merkezinde farklı okullarda öğrenim gören 314 (% 42) kız ve 431 (% 58) erkek olmak üzere toplam 746 ortaöğretim öğrencisi oluşturmaktadır. Araştırmanın verileri literatür taraması ve ortaöğretim kademesi son sınıfta okuyan 10 öğrenciden "Coğrafya dersinde motivasyonunuzu arttırabilecek unsurlar" konulu yazdıkları kompozisyonun içerik analizine uygun olarak incelenmesi sonucunda oluşturulan ve daha sonra uzman görüşleri doğrultusunda belirlenen 25 maddelik Coğrafya Dersine Yönelik Motivasyon Ölçeği'yle toplanmıştır. Toplanan bu veriler üzerinde açımlayıcı faktör analizi yapılmıştır. Analiz sonucunda yapı geçerliği sağlanmış olan 22 madde son ölçekte yer almıştır. Ölçeğin İlgi alanına, Özgüvene, Bilgi edinmeye ve Performansa yönelik olmak üzere toplam dört faktör altında toplandığı tespit edilmiştir. Son halini alan ölçeğin Cronbach Alpha iç tutarlılık katsayısı hesaplanmıştır.

The problem and the purpose. The modernization of the educational system involves the use of technologies
based on artificial intelligence, AR, VR, and mobile platforms. The inclusion of mobile tools in the training of
workers in the hospitality industry meets the requirements for training programs for highly qualified professionals
in this area and the challenges of world economic integration. The purpose of the study is to substantiate the
effectiveness the use of mobile applications in the training of hospitality industry specialists to improve the
quality of their training.
Research methods. Theoretical and methodological analysis and generalization are used in determining
the content and problems of mobile learning and identifying the prospects for the development of travel
applications. For designing mobile applications, the authors chose the iBuildApp tool. A test was developed,
including the blocks "Fundamentals of tourism activities" (20 points), and "Mobile applications in the hospitality
industry" (20 points). The study involved 50 students of Vyatka State University from the Faculty of Management
and Service and 50 students of Russian State Agrarian University named after K. A. Timiryazev, Institute of
Economics and Management (Russian Federation). The direction of training: "Tourism", profile: "Technology and
organization of excursion services". Pearson's χ2
(chi-square) test was used as a statistical processing method.
Statistical data processing was performed by means of Pearson's χ2
(chi-square) test.
Results. The development and use of mobile applications in the experimental group were carried out in the
following stages: analysis of mobile travel applications, requests, and opportunities of the hospitality industry;
working in a software environment to create a mobile application; project presentation and application in
practice. Statistically significant differences in the qualitative changes that occurred in the training system were
determined (χ2
= 6.017; p < 0.05).
In conclusion presents decisions about the features of using mobile applications in training specialists in the
hospitality industry, contributing to improving the quality of their training: new opportunities for collaboration
and project activities, cost optimization, innovative work experience, etc. However, there are also negative
aspects: a decrease in the overall level of oral communication, the risks of losing the phone and personal data
leaks, distraction, and addiction.

The Flipping Classroom is an instructional strategy that can provide educators with a way of minimizing the amount of direct instruction in their teaching practice while maximizing one-to-one interaction. The study's primary purpose was to investigate whether flipping classrooms for Iranian preintermediate Teaching English as a Foreign Language TEFL learners is an effective tool for fostering their achievement in language skills. Moreover, the study attempted to compare language learners` motivation using a flipped classroom and the traditional approach to teaching English. The number of participants in this experimental study was fifty female pre-intermediate EFL learners assigned to an experimental and a control group. Each group included twenty-five learners. The experimental group received a flipped approach as a treatment, while the control group, as a traditional group, received no treatment. A pre-test and post-test design was used. The test scores were computed on SPSS. The motivation of flipped classroom students increased, too. Then, it can be claimed that the achievement of the learners` performance is attributable to the flipped teaching method. There is a need for further studies with a population of male learners to investigate the flipped classroom with learners of different grade levels in different aspects of language skills.

This Master´s Thesis presents poetry as a powerful tool to develop learners’ communicative competence in the EFL classroom following the updated version of the CEFRL (2020) on the use of creative texts. Therefore, previous studies and didactic proposals are analysed along with advantages and possible challenges in order to carry out a comprehensive literature review. Afterwards, a didactic unit in which poetry plays a crucial role to meet learners’ needs have been designed for the 4th year of Compulsory Secondary Education taking into consideration the legal framework for Andalusia, for example, in terms of aspects related to methodology, attention to diversity or evaluation.
Finally, this dissertation ends with a conclusion which summarises the benefits of this didactic proposal.

Introduction. The study of the problem of introducing inclusive practices into the Russian education
system is seen as an innovative process that is focused on creating a new school – a school for all. Like
any innovation, inclusive education not only introduces new elements into the educational process of the
school, but also defines a problematic field for research. The current world experience in the development
of inclusion as a positive social model suggests that this practice will become viable in Russian society in
general, and in education in particular.
Presented study was set to analyze the existing practice of assessing the educational achievements of
children with disabilities and identify the most effective digital tools adapted to the modern inclusive
space.
Materials and methods. The methodological research tool contains such methods as an analysis of the
scientific literature on the issue of assessing the achievements of students in an inclusive school, the study
and interpretation of scientific works of Russian and foreign scientists and practitioners. In addition, the
package of methodological materials contains research tools that make it possible to clarify the need for
targeted work in the aspect of increasing the professional competence of teachers in the field of assessing
the educational results of children with special educational needs and the formation of a value attitude
towards them. We used research data from the bibliographic database Scopus (Elsevier) from years 2019
to 2021 using keywords inclusive education AND digital learning.
Results. The most effective digital tools for assessing the educational achievements of children with
disabilities, which are used in foreign and Russian practice of inclusive education (e-inclusion, MyTestXPro,
E-school bag, etc.), have been identified. An analysis of the potential of the digital environment in teaching
children with special educational needs has shown that digital technologies significantly increase the
educational potential of students.
Conclusion. The use of digital tools for assessing the educational results of children with disabilities
opens up great opportunities for improving educational pedagogical methods, interactive learning,
sharing experiences and a creative approach to learning in an inclusive educational space. Theoretical and
practical analysis of the potential of the digital environment in teaching children with special educational
needs has shown that digital technologies significantly increase the potential of students.

Relevance. Digital technologies are presently widely used in general education. Formation of learners’ digital
literacy is becoming an important issue. A special role is given to computer science teacher. There is a need
for additional research into professional competencies of computer science teacher in the digital education
environment, formation of digital competency, his/her readiness to become a tutor for schoolchildren in mastering
digital skills. The means for formation of digital competence are practice-oriented assignments on the use of
digital technologies in the pedagogical practice.
The purpose of the paper is systematisation of tasks handled by the teacher in the digital education environment
and development of recommendations for the formation of digital competence of the computer science teacher.
Methodology and methods of research. The methodological basis of the research is represented by the ideas of
systemic and competency-based approaches in defining the substance of digital competence and characterising
the teacher’s success in digital education environment based on the formed digital competence, teacher’s readiness
to become a tutor of schoolchildren in learning the digital world and formation of digital literacy.
The research results are presented by the description of practice-oriented creative tasks aimed at the formation
of digital competence of computer science teacher and systematised by digital proficiency areas according to the
digital competencies groups.
The scientific novelty, when developing the characteristics of digital competence of a computer science teacher,
stems from the use of the notion of structure and content of learners’ digital literacy, the need for formation of
digital competencies that would allow a computer science teacher to become a tutor for learners in mastering
digital skills, in development of digital competence characteristics of a computer science instructor.
The practical significance of the presented research results lies in the possibility of their use in developing the
content of the communicative/digital module of pedagogical baccalaureate programmes, in the development
of complementary professional education programmes ensuring the formation of teachers’ digital competence
and development of their professional readiness for practical use of innovative educational models and digital
technologies with a view to form the learners’ digital literacy, create a comfortable and safe learning environment.

This study attempts to determine the degree of incentive Uzbek women have to pursue higher education in Uzbekistan, as well as the challenges they encounter when trying to apply for tertiary education or complete their university degrees. The survey also assesses the degree of self-motivation and readiness to pursue further education independently, as well as the general influence of parents, relatives, and friends on making the decision to enroll in university. It also emphasizes how Uzbek
women view their place in society and their function within families. This study was conducted online among Uzbek women aged 17 to 40 years in different regions of the country through Google documents. According to the study's findings, the majority of Uzbek women still lack the self-motivation to pursue higher education, even though over 90% of respondents said they valued their university education and their parents helped them pay for it. The study's findings can be utilized to create recommendations for promoting female education by setting up campaigns about the role of women and the value of education.

Motivation et choix d’orientation des apprenants des lycées agricoles
Cette étude doctorale vise la construction et la validation d’une Échelle de Mesure des Attentes de Résultat. La psychologie de l’orientation envisage aujourd’hui la prise en compte des intersubjectivités comme une heuristique d’étude en mesure d’accompagner une meilleure compréhension des processus de construction des choix d’orientation. La Théorie Sociale Cognitive appliquée à l’Orientation Scolaire et Professionnelle pose les attentes de résultat comme des déterminants majeurs des choix d’objectifs et d’actions qui mènent les apprenants-décideurs à un résultat atteint au sein d’un domaine donné de
formation. Cette recherche vise la caractérisation de ce concept d’attentes de résultat, ainsi que l’étude des effets motivationnels de ses dimensions sur les choix d’orientation. Dépassant l’unidimensionnalité de l’efficacité personnelle, ce concept intégratif des influences des contextes sociaux proches retranscrit les multiples dimensions de valeur que le soi donne à ses comportements et à leurs résultats. Menée sur une population d’apprenants du secondaire des filières technologiques et professionnelles des lycées agricoles, cette étude propose d’envisager les choix d’orientation déterminés par les dimensions des attentes de résultat : efficacité attendue du soi et de ses comportements, ainsi qu’utilité attendue de leurs résultats. Sur les traces des approches psychologiques de l’orientation et de la motivation, et à partir de l’actualisation méthodologique du paradigme de Churchill, les résultats de cette étude montrent que les dimensions caractérisées des attentes de résultat entretiennent des relations d’influences entre elles et participent à la détermination des choix d’orientation exprimés par les apprenants sondés.
Mots clés : orientation ; psychologie de l’orientation ; Orientation Scolaire et Professionnelle ; Théorie Sociale Cognitive ; Sentiment d’Efficacité Personnelle ; Auto-efficacité ; Attentes de Résultat ; attentes-valeur ;
motivation ; psychologie de la motivation ; prédiction ; lycées agricoles ; enseignement professionnel agricole.

Employing a mixed-method design (Pearson correlation, ANOVA analyses, and thematic analysis), the study explores the complex interplay between student motivations, English proficiency levels, and the perceptions of ChatGPT as a writing assistance tool. The results reveal a lack of significant correlation between overall motivation to learn English and ChatGPT usage, suggesting independence between motivational levels and technology adoption. The respondents (N=79) expressed polarized attitudes, with a majority praising ChatGPT's versatility, speed, and accuracy, while a substantial number voiced concerns about its potential limitations. Finally, the study identifies that the most developed instrumental motivation aligns with increased ChatGPT usage, underscoring its practical appeal by which ChatGPT is perceived as a handy tool that can complement the respondents' instrumental motivation to achieve their professional goals. The findings contribute to a deeper understanding of user experiences with AI-driven writing tools in language learning contexts.

Rehabilitation and psychological support are becoming today's most urgent issues due to russian armed aggression. These needs will be long-lasting and increasingly significant. Since 2023, the Program of Medical Guarantees in Ukraine has been expanded regarding rehabilitation assistance. Additionally, the state order volumes for the training of bachelors and masters in the specialty of "Therapy and rehabilitation" have been increased. It is well known that the quality of specialists trained by higher educational institutions largely depends on the motives behind the career choice. Knowledge about a student's socio-demographic status and his motivations to become a physical therapy and occupational therapy specialist can help understand future challenges and opportunities for the profession's development. This information can aid in elaborating strategies to promote the profession in the educational services market and to attract more applicants to choose the specialty 227 "Therapy and rehabilitation". The research aimed to compose the socio-demographic characteristics of the applicant for studying in the speciality 227 "Therapy and rehabilitation", to investigate the motivational aspects of career choice and to establish the factors significant for motivation formation. To achieve this goal, a voluntary anonymous survey was conducted of 39 domestic applicants enrolled to study the bachelor's degree program for specialty 227 "Therapy and rehabilitation" at Dnipro State Medical University. It was determined that the contingent of entrants is represented mainly by persons aged 16-18 (74%) with an active life position (90%). Additionally, most are familiar with the specifics of medical professions (62%) and have had previous personal or professional contact with physical therapy and occupational therapy (78%). The future career decision was mostly independent (84%), conscious, and influenced by the balance of internal and external motivational factors. It was typically made one to two years before entering higher education (72%). The primary motives for choosing the specialty 227 "Therapy and rehabilitation" while understanding its demand in today's conditions by applicants (82%) were "interest in medical science" (95%), "the desire to help others" (95%), "the opportunity to obtain a prestigious profession" (90 %), "possibility of guaranteed employment" (90%) and "material interest / financial independence" (87%). Future specialists are aware of the importance of controlled acquisition of knowledge and skills (90%), the need for daily independent work (80%), and the significance of gaining practical experience during training (95%). They aim to achieve professionalism (59%), enhance communication skills (31%), build endurance (31%), and cultivate persistence (28%) and empathy (28%). Most applicants entering specialty 227 "Therapy and rehabilitation" are goal-oriented, highly motivated, and prepared for rigorous study, which is the key to developing into competent and competitive specialists.